1. Numeracy Using ICT to support the development of children’s mathematical skills

2. Numeracy  There are a number of ways in which ICT can be used to help pupils develop their mathematical understanding.  Robots and roamers  Calculators  Interactive Whiteboard games - Monty, cards, number lines, clocks…  There are a number of ways in which ICT can be used to help pupils develop their mathematical understanding.  Robots and roamers  Calculators  Interactive Whiteboard games - Monty, cards, number lines, clocks…

3. Numeracy  The place of ICT as a tool for developing children’s understanding of mathematics  Emphasis on investigations and problem solving  During session:  Aunt Lucy  Paula’s Party  Independently  Working in groups to investigate other spreadsheet based teaching and learning resources  The place of ICT as a tool for developing children’s understanding of mathematics  Emphasis on investigations and problem solving  During session:  Aunt Lucy  Paula’s Party  Independently  Working in groups to investigate other spreadsheet based teaching and learning resources

4. Aunt Lucy’s Legacy  Dear Jane Now that I am getting on (I am 70 today), I would like to share my money with you, starting now. There are four options, of which you must choose one. Remember that this scheme only operates while I am alive. I look forward to hearing which option you choose, and why.  Much love Aunt Lucy Acknowledgement: 1989 Hertfordshire Information Technology Across the Curriculum (Mathematics and Data Handling) project document.  Dear Jane Now that I am getting on (I am 70 today), I would like to share my money with you, starting now. There are four options, of which you must choose one. Remember that this scheme only operates while I am alive. I look forward to hearing which option you choose, and why.  Much love Aunt Lucy Acknowledgement: 1989 Hertfordshire Information Technology Across the Curriculum (Mathematics and Data Handling) project document.  Option 1: £ 100 now, £ 90 next year, £ 80 the year after, and so on. Option 2: £ 10 now, £ 20 next year, £ 30 the year after and so on. Option 3: £ 10 now, one-and-a-half times as much next year, one-and-a-half times as much again the following year, and so on. Option 4: £ 1 now, £ 2 next year, £ 4 the year after, and so on. Remember, the scheme only operates while I am alive. I look forward to hearing which option you choose, and why.

5. Paula’s Party Paula sends you a card measuring 21 x 21 cms, with the following message on it: Please join me for my birthday party. Use this card to make a box for holding your smarties at the party. Make the box as big as possible, so that it holds as many smarties as possible. Use scissors or a craft knife and cutting board. What is the biggest box you can make? Paula sends you a card measuring 21 x 21 cms, with the following message on it: Please join me for my birthday party. Use this card to make a box for holding your smarties at the party. Make the box as big as possible, so that it holds as many smarties as possible. Use scissors or a craft knife and cutting board. What is the biggest box you can make?

6. Shopping  Your year group (60 altogether) is going on an outing to the zoo. You decide to take a packed lunch, consisting of a two bottles of water (500ml) each, a salad and two hot dogs for each person. Use the internet to look up the relevant prices from Tesco, Sainsburys and Asda and use the Shopping spreadsheet to see which is cheapest. Take into account your travel costs – 60p/mile  You could use a price comparison website for pricesprice comparison  Your year group (60 altogether) is going on an outing to the zoo. You decide to take a packed lunch, consisting of a two bottles of water (500ml) each, a salad and two hot dogs for each person. Use the internet to look up the relevant prices from Tesco, Sainsburys and Asda and use the Shopping spreadsheet to see which is cheapest. Take into account your travel costs – 60p/mile  You could use a price comparison website for pricesprice comparison

7. Mr McGregor’s Garden  Mr McGregor wants to make a vegetable garden, but needs a fence to keep the rabbits out. He has 30 metres of rabbit proof fencing. What size garden can he make? Does the shape make a difference to the area?

8. Working independently..  Work in small groups to see if you can make sense of the Shopping and Mr McGregor investigations.  Discuss these and evaluate them as learning and teaching resources. Create a new page called YourName Numeracy on the wiki and reflect on your understanding of spreadsheets as tools for facilitating higher level mathematical skills. Consider:  Strengths and weaknesses  How effective for facilitating understanding?  Better than traditional pencil and paper approaches?  Easy for pupils to understand?  Ease of facilitation by teacher?  When, and for what reasons, should we use ICT to help develop children’s understanding of mathematics?  Other comments you might wish to add  Attach all the work you do to this wiki page  Work in small groups to see if you can make sense of the Shopping and Mr McGregor investigations.  Discuss these and evaluate them as learning and teaching resources. Create a new page called YourName Numeracy on the wiki and reflect on your understanding of spreadsheets as tools for facilitating higher level mathematical skills. Consider:  Strengths and weaknesses  How effective for facilitating understanding?  Better than traditional pencil and paper approaches?  Easy for pupils to understand?  Ease of facilitation by teacher?  When, and for what reasons, should we use ICT to help develop children’s understanding of mathematics?  Other comments you might wish to add  Attach all the work you do to this wiki page

9. A nice little teaser, just for you  Bill Bloggz, a mathematician, takes his two children to the farm. They ask him to tell them how many chickens and cows there are on the farm.  He tells them that between them, the animals have 80 heads and 260 legs and tells them to use this information to work out the answer to their question.  See how many DIFFERENT ways you can use to get an answer.  Think about a way of setting up a spreadsheet to get a solution.  Bill Bloggz, a mathematician, takes his two children to the farm. They ask him to tell them how many chickens and cows there are on the farm.  He tells them that between them, the animals have 80 heads and 260 legs and tells them to use this information to work out the answer to their question.  See how many DIFFERENT ways you can use to get an answer.  Think about a way of setting up a spreadsheet to get a solution.